Hello, my name is Miss Grant.

I'm so glad you decided to learn with me today.

We're in the modern text unit, and our modern text is "Leave Taking." We're looking at an intersectional analysis.

Today, we're going to consider how do you include context expertly in an analytical essay.

It's a difficult thing to do, and today we're going to explore the range of ways in which you can do it.

We're gonna look at so many different examples, and you're gonna have the opportunity yourself to include context in some of your own writing.

I cannot wait to hear all of your fantastic ideas.

I'm gonna be your support and guide as we work through today's lesson together.

Let's get started.

So by the end of today's lesson, you're gonna be able to use context to support your analysis of "Leave Taking." Now, I always found context quite difficult to put into an analytical essay.

I understood how to explore quotations, and I thought, "Yep, but how do I actually put in the context? I've got quite a lot of contextual knowledge.

Where do I actually put it in?" So in today's lesson, we're gonna look at loads and loads of different examples of different ways that you can put context in so that you feel really, really confident at the end that you are able to put in all of that fantastic contextual knowledge you have about "Leave Taking" into your analytical writing.

There are some keywords today which are gonna help us unlock our learning and achieve our objective.

And they are intergenerational conflict, which is the tension between younger and older people, often in a family, for example, a parent and child.

So this is a key theme in "Leave Taking." We see conflict between Enid and Del.

We see conflict between Enid and Viv.

That's where it's most powerfully explored.

It is referenced in other moments of the play, but that is probably the most powerful presentation of it.

We've got first generation migrant.

This is a person who was born in one country, but moves to live and established their life in another country.

So Brod, Mai, and Enid are all examples of first generation migrants.

Second generation migrant.

We've got people who've grown up in a country that at least one of their parents was not born in.

So Enid, sorry, Viv and Del are examples of second generation migrants.

Subservient.

This is when you're willing to do what other people want because you feel you are less important than them, and this is a criticism Del has of her mother.

She says that Enid feels less important to other British citizens, and so she has a subservient attitude.

And we're gonna look at scene two, that fight between them, in more detail in today's lesson.

And weave.

This is when you embed context into paragraphs rather than including it as a series of isolated facts, and this is one of the things we're gonna look at really, really carefully today and to weave context into our responses so our "Leave Taking" essays are incredibly powerful.

So our lesson outline for today.

We're gonna start off by weaving context into a thesis statement.

How do you do that? And then we're going to look at weaving context throughout an entire essay.

Let's start off with weaving context into a thesis statement.

So Lucas wants to answer this question.

How does Pinnock explore ideas around intergenerational conflict in "Leave Taking?" So a really, really fantastic question to come up because it's a really important theme.

It's an interesting theme with lots and lots of different ideas and arguments that you could have in order to answer the question.

Now, first of all, he annotates.

Always a really sensible thing to do when you get an essay question just to make sure you know exactly what it is you want to talk about.

So Lucas first annotates the word how just to remind himself that he needs to focus on Pinnock's dramatic methods.

And then he annotates and underlines intergenerational conflict so that he focuses on this theme.

Lucas, just like you, has so many different ideas on "Leave Taking." He cannot just write them all down.

His essay needs to be really focused, and that's why he has annotated the question to make sure that he has focused on the correct theme.

Now, Lucas wants to work on weaving relevant context into his responses.

He finds that quite challenging.

It's a very challenging thing to do, so it's really nice that he set out this target for himself initially before he writes this particular essay.

Now, we can think about context in four different ways, and this is how Lucas is gonna think about the context that might be relevant for his essay on intergenerational conflict.

We can think about historical context.

So what was happening when the text was written and how may this have influenced the text? Literary.

What influenced the text style or genre, and what do we know about its production or publication? Social.

What were shared ideas and values at the time? How are these explored in the text? And biographical.

How might the life experiences of the author have influenced the text? So we don't just think about context, and that that can be quite a vague term.

It can feel quite scary, but actually we can divide it into different types of contexts so that we can pinpoint what exactly is important for our particular essay.

And that's what we're going to do now.

So I'd like you to discuss what context might be helpful in terms of exploring intergenerational conflict? So you can't just put down all the context you know, but what might actually be helpful in terms of exploring intergenerational conflict? Pause the video, give this discussion the time it deserves 'cause it's really gonna help you in the rest of the lesson.

Pause the video and discuss the question now.

Welcome back after a nice extended discussion about what context might be helpful in terms exploring intergenerational conflict.

So it's nice to hear not only those fantastic contextual ideas, but also people saying, "Well, would that actually be useful for intergenerational conflict? Yes, it's an important contextual idea, but is it actually helpful for our essay?" Now, here are some ideas you might have had in terms of the context you want to use particularly for this essay.

So historical, what was happening when the text was written? How may this have influenced the text? Well, Enid's attitude towards Britain, a source of conflict between her Del, is impacted by colonialist education in Jamaica.

So we know that Enid has a deep, deep sense of loyalty to Britain.

And the idea that this was kind of inculcated in Jamaica, this was created in Jamaica by the kind of colonialists, the legacy of colonialism which Enid experienced, so the idea, and this causes much, much conflict between Del and Enid because Del doesn't think that Britain is flawless, does not think that she owes undying loyalty to England.

She sees a particular type of England that she feels that Enid is not acknowledging exists.

A type of England where there is racial discrimination against its Black British citizens.

Literary.

What literary context might be important? So what influenced the text style or genre? What do we know about its production or publication? Well, Pinnock wanted to write about this new breed of Black British woman, the experiences of second generation migrants.

Lots of people quoted Pinnock's own words from that introduction, and that is definitely a quote which I would rely on for this particular essay.

Social.

What were the shared ideas, values of the time, and how were these explored in the text? Well, attitudes towards Black British citizens and education are sources of conflict between Enid and Del, and Enid and Viv, so I actually think this would be a really rich source of context for any analytical essay.

This idea of Enid and Viv not having any conflict, they do have conflict, it's just a bit less explosive than the conflict between Enid and Del, and the source of that is the Eurocentric education, which Viv comes to reject during the play.

Biographical.

How might the life experiences of the author have influenced the text? Well, we know Pinnock is a second generation immigrant with experiences of racial discrimination and a Eurocentric education system.

So lots of people referenced the idea that Pinnock actually wanted to be an actor.

She says that in her introduction, but she was told that she would not be given the parts that she deserved because she was Black.

That might be relevant to an essay when you are looking at sources of conflict or the experiences of second generation migrants in Britain.

So we've got all of these different ideas.

You might have some different ideas that you think, "Well, I would want to include this in an essay on intergenerational conflict." That is absolutely fine, but these are just some of the ideas that people were talking about in terms that might be the most important.

The things that they rely on for their essay.

Now, whilst you can weave context into an essay in many different ways, it can be very powerful to ground your thesis in context.

So here is Lucas's thesis.

He's decided to ground his thesis in context.

"Pinnock's 'Leave Taking' is a story of two generations.

Arguably, the source of the intergenerational conflict in this family is located in their experiences of Britain as Black British citizens.

Pinnock is not only interested in presenting the 'distinct' Black British experience, but also the tension between second generation migrants, what Pinnock calls 'this new breed of Black British woman,' and their parents first generation migrants." So you can see that Lucas uses Pinnock's own words as well as using specific key terms in order to present his thesis.

It's very focused on intergenerational conflict.

You can see that he mentions it a number of times in his thesis, but he's grounded his thesis in context.

Some of them are Pinnock's own words and some of them are just his own ideas.

So it's a very, very powerful thesis there.

He's woven context into his thesis.

Now a check for understanding 'cause we've looked at lots of different contextual ideas.

We've also looked at an example of a thesis statement which weaves context in.

Before we write our own thesis statement, which is gonna be our next task, let's have a check for understanding.

So true or false? Weave context into your thesis because then you don't have to include it again.

Is that true or false? Select your response pausing the video now.

Well done if you selected false.

I'd like you to justify your answer.

Is it a, you should weave context throughout your essay, but including it in your thesis can be a powerful start, or b, you should include context in your thesis, and then weave it into every topic sentence? Pause the video and select your justification now.

Well done if you selected a.

You don't have to weave it into your thesis, but it can be a very, very powerful start, and in the second learning cycle, we're gonna look at how you can weave it into almost every single aspect of your essay, and then you can pick the most relevant moment where you think, "Yes, I want to include this particular piece of context at this particular moment so that my argument really, really stands up." So there are no hard and fast rules about when you can and can't use context.

The important thing is just to weave it throughout your response.

Now I'd like you to write your own thesis just like Lucas did.

How does Pinnock explore ideas around intergenerational conflict is our question.

You could use the table of ideas if you wish, but you do not have to.

I'd like you to pause a video, get your pen, paper, laptop, whatever it is you're going to write on.

Give this thesis statement the time it deserves.

It's always hard to write a thesis statement to come up with your overarching idea, but you've got all the tools to do it.

You've got your copy of "Leave Taking," fantastic ideas about context, and also some discussion about the idea of what might be relevant for intergenerational conflict.

So you're gonna pause the video and write your own thesis answering the question, how does Pinnock explore ideas around intergenerational conflict? Pause the video now.

Welcome back.

It was such a pleasure to see people writing their thesis statements, giving themselves time to consider, "Well, what would be my overarching idea for this essay question?" And then considering what context they might want to weave into their thesis just like Lucas did earlier in this learning cycle.

Now I'd like you to identify where you have woven context into your thesis just as Lucas did.

So we saw that he presented or wove context into the end of his thesis statement, we can see that highlighted in purple there, and he used some of Pinnock's own words as well as some of his own ideas.

I'd like you to just identify where have you woven context into your thesis.

Pause the video and complete this self-assessment now.

Well done.

Just looking around, I can see so many people have identified, highlighted, underlined, or just noted at the side where they have got context in their thesis, and that's a fantastic way just to ground your ideas for the rest of your analytical essay.

Well done.

Okay, we're gonna move on to our second learning cycle now.

Now, you've got a fantastic thesis statement.

We're now gonna think, "Well, how do we weave context throughout an entire essay? We've already got it in our thesis statement.

Where else can we do it and how?" So weaving context into a thesis is a powerful start, but you could weave context into an essay in many different ways.

So Lucas weaves it into a topic sentence.

Let's see it here.

"The intergenerational conflict between Enid and Del is presented at its most intense in Scene Two with Del's anger at her mother's subservient attitude towards Britain, an attitude Del sees as a legacy of colonialism." So you can see that Lucas roots the main idea of his paragraph in historical context.

So he's got his topic sentence, the first sentence of a paragraph, and he's rooting that idea in historical context.

He's looking at this idea of colonialism.

Now, Lucas also weaves it into language analysis.

"In Scene Two, Del expresses her frustration at being treated like she 'can't speak English,' and more than that at the 'police vans hunting us down,' the verb hunting reflective of police stop and search laws in 1980s Britain, which saw non white citizens disproportionately targeted." So Lucas develops his language analysis with some historical context.

So you don't just have to do it in a topic sentence, you don't just have to do it in a thesis statement, you can also weave it into your language analysis if appropriate.

Here, let's look at Lucas weaving it into an exploration of a character.

So, "Through the character of Enid, Pinnock explores the optimism and hope that many migrants from Jamaica had when they relocated to Britain after World War Two.

Furthermore, Enid sense of her British identity, 'England been good to me.

I proud a my English girls,' speaks to Pinnock's critique of Jamaica's 'colonialist education,' which 'lionised all things British.

'" So here, Lucas develops his language analysis with some historical context and some of Pinnock's own words.

So again, he's decided, "This is a moment to include some context, I'm gonna weave it into my analytical paragraph." Here, we can see Lucas weave it into an analysis of Pinnock's intentions.

"Ultimately, Pinnock shows how the 'complexity' of Enid's relationship with England is, in part, a legacy of Britain's colonisation of Jamaica." Lucas explains what Pinnock wants us to reflect on, supporting his idea with some of Pinnock's own words.

So we have looked at so many different ways in which you can weave context into an analytical essay.

It is up to you to decide at what point the most relevant bit of context might help you to develop your analysis, to develop your exploration.

So context isn't something to think, "Oh, I must bolt it onto the end of each paragraph, or I must include it here, I mustn't include it there." But just to think, "I've got all these fantastic contextual ideas.

Where would it make the most sense to weave them into my response?" Now, just to check for understanding so that we really secure, well, what does it mean to weave context into response? How should I do it in an analytical essay? True or false? Including context in a topic sentence is better than including it in language analysis.

Is that true or false? Pause the video and select your response now.

Well done if you selected false, and I'd like you to justify your answer.

Is it a, context can be expertly woven into many different moments in an essay, there is no hierarchy, or b, you shouldn't weave context in a topic sentence, context can't form the basis of a paragraph's main idea? Pause the video and select your justification now.

Well done if you selected a, can be expertly woven into many different moments, there is no hierarchy.

It's up to you to decide when is it most relevant.

Now I would like you to plan one paragraph answering how does Pinnock explore ideas around intergenerational conflict? And then I would like you to write your paragraph.

Now, you've already written your thesis.

You did that in learning cycle one.

Some really strong, powerful thesis statements with context expertly woven in.

You're now going to consider your topic sentence.

I'd like you to write it in a full sentence and consider it if weaving in context would be appropriate.

We've seen Lucas do that as an example.

You're then gonna select your supporting details, so three to four references which support your topic sentence.

Your notes should include references to context you wish to use to develop your analysis.

And then finally, I'd like you to plan a concluding sentence focusing on Pinnock's intentions, particularly as a social commentator.

So you're gonna plan the paragraph, and then you're gonna use that plan to write your paragraph.

I'm really looking forward to seeing all the different ideas that come up and to see how context is expertly woven in in one or more moments of your paragraph.

Pause the video, grab your pen, paper, your laptop, whatever it is you're going to write on, and complete the tasks now.

Welcome back after such hard thinking, planning, and writing about this great essay question about Pinnock's exploration of intergenerational conflict.

It was great to see such a range of ways in which people wanted to bring in particular pieces of context in order to support their paragraphs.

Now I'd like you to reread your paragraph and highlight where you have woven in context, identifying which type you have relied on.

Now, we did this earlier in the learning cycle with Lucas's paragraphs.

We identified and highlighted where he had woven in context, so you're gonna do the same thing now for your own paragraph.

There's an additional thing which is I want you to identify which type of context you've relied on.

Is it historical, literary, social, or biographical? You do not need to have included all different types of context.

You might not have woven in context in every single moment of your paragraph.

Again, you don't need to do that, but just identify where you have done it and the choice you made.

Just really think, "Should I have made the choice at this particular moment? Is this where it is most powerful?" So pause the video, read through your paragraph, and highlight where you have woven in context, identifying which type you have relied on.

Pause the video now.

Fantastic to see so many people having woven context into different bits of their paragraph, and such a range of contextual ideas as well selected, which really support that thesis statement, which you wrote in learning cycle one, and that really nice, clear topic sentence that you've got in order to focus your paragraph.

In summary.

Context refers to historical, social, literary, and biographical information.

Weaving context in your thesis can be a powerful way to start an essay.

Context should be woven throughout your essay.

Context can be used to add depth to your analysis.

It has been such a pleasure to work through today's lesson with you and to hear all of your fantastic ideas.

I look forward to seeing you next time.